Direct Instruction
Direct instruction is important when first addressing self-management with students so that they know what behaviors are expected, identifying their emotions, and have plenty of opportunity to explore coping strategies when they are calm and regulated.
 |
| Taylor Mackell Driscoll Elementary, Centerville |
 |
| Mandy Schetter Northmoor Elementary, Northmont |
 |
| Nichole Dunn Miamisburg Middle School, Miamisburg |
 |
| Carla Bryant Miamisburg |
 |
| Celeste Ritzert Learning Center-West, MCESC |
 |
| Deanna Granroth Wogaman Middle School, Dayton |
 |
| Purposefull People |
Coping Strategy Activities
Each student will connect with different coping strategies that help them regulate. Work with your occupational therapist to identify activities to trial with students based on their specific sensory needs. Get student feedback and incorporate choices.
 |
| Julia Millikin Milton Union Elementary, Milton Union |
 |
| Deanna Granroth Wogaman Middle School, Dayton |
 |
| Julia Millikin Milton Union Elementary, Milton Union |
 |
| Carly Jones Brantwood Elementary, Mad River |
 |
| Fanny Lim Learning Center-West, MCESC |
 |
| Andrew Vactor Snowhill Elementary, Springfield |
 |
| Marissa Steinhelfer West Carrollton & MCESC |
 |
| Marissa Steinhelfer West Carrollton & MCESC |
Visual Supports
Once self-management strategies have been taught and practiced, students may benefit from accessing visual supports throughout the day to remind them of the expectations and what strategies are available to them.
 |
| Maggie Brackman Northwood Elementary, Northmont |
 |
| Rebecka Stricker Springcreek Primary, Piqua |
 |
| Deanna Hicks East Elementary, Eaton |
 |
| Ashley Watson Madison Park Elementary, Trotwood |
 |
| Denise Campbell Stevenson Elementary, Mad River |
For more ideas when teaching students about emotional regulation, check out our previous posts:
No comments:
Post a Comment